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81.
In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers?? emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers?? perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context. 相似文献
82.
Dr. Johannes Bauer Dr. Uta Diercks Prof. Dr. Jan Retelsdorf Dr. Tabea Kauper Dr. Friederike Zimmermann Prof. Dr. Olaf K?ller Dr. Jens M?ller Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2011,14(4):629-649
The Bologna Process of higher education reform has led to a vast array of different programs of study in German teacher training. In this article, we firstly analyze the implementation of Bachelor programs in teacher training, comparing profession-oriented programs (i.e. those aiming to train students for the teaching profession from the beginning of studies) to polyvalent programs (i.e. those aiming at broad qualifications and including a late decision to become a teacher). Secondly, we investigate whether students enrolled in these study programs differ systematically in their subjective certainty about their career choice. To answer these questions, we analyze portfolios of documents related to teacher training programs from nine German universities that prepare students for teaching in the academic track. Additionally, we analyze data from N?=?2585 Bachelor and N?=?928 Master degree students. We found that most programs, even when they espouse polyvalence, require an early decision to become a teacher. Moreover, our data confirm findings from earlier studies indicating that student teachers are highly certain about their career choice from the very beginning, with students in polyvalent programs being slightly less certain than those in profession-oriented programs (d?=?0.32). 相似文献
83.
G?khan ?zsoy 《Asia Pacific Education Review》2011,12(2):227-235
The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics
achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version
of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results
demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance
of mathematics achievement could be explained with metacognitive knowledge and skills. 相似文献
84.
85.
86.
Dongil Kim Eunyoung Koh Sora Jeong Kijyung Lee Boongnyun Kim Ienai Kim 《Asia Pacific Education Review》2011,12(4):581-591
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are the most commonly diagnosed childhood disorders,
and they frequently co-occur with each other. It has been found that students with comorbidity of ADHD and LD experience more
difficulties in school. Even though the research interests in the comorbidity of ADHD and LD are increasing, there are inconsistent
results in research studies and insufficient understanding of the comorbidity of ADHD and LD. This study attempts to grasp
the progress of the studies in the comorbidity of ADHD and LD in Korea and to suggest the future directions for following
research. A total of 90 studies published between 1987 and 2009 are examined. First, we analyze the studies that examined
the learning problems of ADHD and then identify the characteristics of the learning problems in ADHD group. Afterwards, we
investigate the studies that dealt with the attention problems of LD and then discuss the characteristics of the attention
problems in LD group. Third, we identify the differences between ADHD and LD and synthesize the research findings. Finally,
we analyze the studies conducted in conjunction with the comorbidity of ADHD and LD. On lightening the research of the comorbidity
on three aspects, we find the research trend in Korea and provide the implications for future studies on the comorbidity of
ADHD and LD. Furthermore, we suggest that it is important to identify comorbid conditions at the early stage, and it is necessary
to conduct multidisciplinary research and international comparison research. 相似文献
87.
Formal models for service composition have been proposed with the variation of the requirements of service developers. Some
famous models have provided checking and verification techniques and tools for the behavior of service composition. These
models generally focus much on the message flow of web services and neglecting the data contained in the exchanged messages
among services, which restrict the application range of these models and also the web service techniques. As new kind of services
with different protocols and communication methods have appeared, it is needed to model service composition from a new view
which is adapted to the new development in service area. In this paper we offer a function oriented model of service composition
which treats the composite service as a software system and specify the function of services which can be directly used to
the realization by service providers. 相似文献
88.
The author articulates key stressors in the lives of families who are homeless. These stresses often combine with barriers such as lack of job opportunities and/or insensitive professionals. Strategies for helping homeless families overcome these barriers and related issues are presented. 相似文献
89.
Richard Cox Jean Mckendree Richard Tobin John Lee Terry Mayes 《Instructional Science》1999,27(6):431-458
This study examined learning in the domain of sentence parsing and syntax treediagram construction. The aim of the study was to assess whether subjects could learn vicariously from recordings of interactions between a previous student and a tutor.Four intervention conditions and a control condition were compared. Subjects in a dialogue group (DL) read printed tutorial notes and subsequently vicariously viewed dynamic (animated) recordings of tree diagrams being constructed by a previous student in the presence of a tutor.The discourse (DI) condition was similar except that subjects viewed recordings of tree diagrams being constructed by a tutor who concurrently verbalised instructional discourse.In a third condition (DO), subjects viewed tree-diagram construction animation clips which were not annotated with either dialogue or discourse. In a linear text (LT) condition, subjects were given only printed tutorial notes. A control (CO) condition involved pre and post testing without any intervention.Results indicated that the dialogue condition was as effective as the discourse condition. This provides support for contention that re-usable dialogue is a useful resource for the vicarious learner. Another finding was that un-annotated animated diagrams were surprisingly effective. Several reasons for their effectiveness are suggested from the literature on instructional animations. 相似文献
90.
The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive
professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science
materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers
is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant
differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms
scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly
more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length
and reported lower levels of preparedness to use reform pedagogical approaches. 相似文献